The world of the Nursery School child probably requires the most careful thought in this respect: a large room with sunlight and air, low clear windows, a door leading to a garden and playground, low cupboards full of toys, low-hung pictures, light chairs and tables that can be pushed into a corner, stretcher beds equally disposable, a dresser with pretty utensils for food; these are the chief requirements for satisfying physical needs, apparent in the actual room. Physical habits will be considered later, under another heading. Outside, in the playground, there should be opportunities for physical development, for its own sake: swings, giant strides, ladders laid flat, slightly sloping planks, and a seesaw should all be available for constant use; if the children are not warned or given constant advice about their own safety, there is little fear of accidents. Thus the purely physical side of the children is provided for, the side that they are, if healthy, quite unconscious of; what else does experience demand at this stage? Roughly classified, the raw experience of this stage may be divided into the experience of the natural world of living things, the world of inanimate things, and the social world. For the natural world there should be the garden outside, with its trees, grass and flower beds; with its dovecot and rabbit hutch, and possibly a cat sunning herself on its paths; inside there will be plants and flowers to care for; the elements, especially water, earth and air, are very dear to a young child, and it is quite possible to satisfy his cravings with a large sand-heap of _dry_ and _wet_ sand; a large flat bath for sailing boats and testing the theory of sinking and floating; a bin of clay; a pair of bellows and several fans to set the air in motion. There is always the fire to gaze at on the right side of the fire-guard, and appreciation of the beauty of this element should be encouraged. The world of inanimate things includes most of the toys that stimulate activity and give ideas. The chief that should be found in the cupboards, round the walls, or scattered about the room, are bricks of all sizes and shapes, skittles, balls and bats or rackets, hoops, reins, spades and other garden tools; pails and patty pans for the sand-heap; pipes for bubbles, shells, fir-cones, buttons, acorns, and any collection of small articles for handling; all kinds of vehicles that can be pushed, such as carts, barrows, prams, engines; drums and other musical instruments; materials for construction and expression, such as chalks, boards, paints and paper.